Online Course Self-Assessment Form

Transcription

1 Online courses are approved by the University of California in two steps: Online Course Self-Assessment Form 1. Assessment against International Association for K-12 Online Learning (inacol) course standards. Online courses must be assessed against the inacol Standards for Quality Online Courses before submission to UC for "a-g" review. 2. Review by UC for a-g approval. During the annual "a-g" course submission period, self-assessed online courses may be submitted to UC for a-g review using the A-G Course Management Portal (A-G CMP). Online courses are evaluated using the same criteria and guidelines as classroom-based courses. Instructions: Along the right-hand column, please indicate the rating your organization places on this particular online course submission using the rating scale indicated below. Please pay particular attention to the 15 UC power standards (identified in shaded rows) that UC faculty have identified as an essential part of online learning. All power standards must meet a 3 or higher rating in order for a course to be considered for a-g approval. Rating Scale 0 Absent, component is missing 1 Unsatisfactory, needs significant improvement 2 Somewhat satisfactory, needs targeted improvements 3 Satisfactory, discretionary improvement needed 4 Very satisfactory, no improvement needed ***PLEASE NOTE: Use this form for preparation purposes only. Starting with the submission period this form is embedded into the A-G Course Management Portal. *** UC Office of the President Student Affairs Admissions Articulation Page 1 of 12

2 Title of Online Course: COURSE STANDARDS A. Content: Objective: The course provides online learners with multiple ways of engaging with learning experiences that promote their mastery of content and are aligned with state of national content standards. Standard Present? inacol Standards for Quality Online Courses Reviewer Considerations Rating Academic Content Standards and Assessments A. 1. A. 2. A. 3. A. 4. The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. The course content and assignments are aligned with the state s content standards or nationally/internationally accepted content standards set for Advanced Placement courses, technology, computer science, or other courses whose content is not included in the state standards. The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.* A. 4. Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Within the learning management system, course goals and objectives are present, explicitly stated, and can be easily found by students. The student s level of mastery is measured against each goal and objective. After reading the list of goals and objectives, students will understand what they will be learning throughout the course. The content and assignments for the core courses are explicitly and thoroughly aligned to the credit granting state s academic standards, curriculum frameworks and assessments. Advanced Placement courses must be approved with the College Board and other elective courses should be aligned to other nationally accepted content standards such as computer science, technology courses, etc. The course components (objectives, assessments, instructional strategies, content, assignments and technology) are sufficiently broad, deep and rigorous such that successful students will have the knowledge and skills required by the standards upon completion of the course. Information Literacy, including digital fluency, and communication skills are incorporated as an integral part of the curriculum. UC Office of the President Student Affairs Admissions Articulation Page 2 of 12

3 A. 5. A. 6. A. 7. A. 8. A. 9. Multiple learning resources and materials to increase student success are available to students before the course begins. Course Overview and Introduction A clear, complete course overview and syllabus are included in the course. Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Legal and Acceptable Use Policies The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.* Before the course begins, students are provided multiple learning resources that prepare them for the online course. These could include textbooks, instructional materials links to browser plugins, and other software, which students must install. Additional materials related to successful strategies for completing an online course, tutorials, orientations, and a list of prerequisite knowledge and skills are also provided at this time. The syllabus and overview include: course objectives and student learning outcomes; assignments; student expectations; time requirements; required materials; the grading policy; teacher-student, teacher-parent contact policies; the intended audience; and the content scope and sequence. The course requirements include: a timeframe for participation, an approximate time required for individual activities, and expectations for communications. Instructor information is provided to students with contact, availability, and biographical information. Information on how to contact the instructor via phone, , and/or online messaging tools is provided within the contact information. If regular contact with the instructor is required as part of the course, clear expectations for meeting this requirement are posted within the course. The course creates equal educational opportunities for students from diverse racial, ethnic, social-class and cultural groups. The content is up to date, accurate and free of any bias. UC Office of the President Student Affairs Admissions Articulation Page 3 of 12

4 A.10. Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, communications are clearly stated. A Code of Conduct including netiquette standards, copyright and academic integrity expectations is provided. A. 11. Privacy policies are clearly stated. A policy statement is posted on the course provider s website and/or in the learning management system disclosing the organization s information gathering and dissemination practices. Instructor Resources A. 12. Online instructor resources and notes are included. Resources and notes to aid online instructors in teaching and facilitating the course are included within the learning management system. A. 13. Assessment and assignment answers and explanations are included.* Built-in course assessments are provided, and access to answers, explanations, and/or rubrics are included. B. Instructional Design: Objective: The course uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on students needs; and provides ample opportunities for interaction and communication student to student, student to instructor and instructor to student. Standard Present? inacol Standards for Quality Online Courses Reviewer Considerations Rating Instructional and Audience Analysis B. 1. Course design reflects a clear understanding of all students needs and incorporates varied ways to learn and master the curriculum. A variety of instructional and assessment methods, materials and assessments are used throughout the course, which allow students to demonstrate their achievement of the goals and objectives of the course. UC Office of the President Student Affairs Admissions Articulation Page 4 of 12

5 B. 2. B. 3. B. 4. B. 5. Course, Unit and Lesson Design The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Instructional Strategies and Activities The course instruction and activities engage students in active learning.* The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.* The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.* The course is organized by units and lessons that fall into a logical sequence. At the start of each unit or lesson, an overview is posted describing the objectives, activities, assignments, assessments, and resources to be used and completed. A variety of activities, assignments, assessments, and resources are used to provide students with different paths to master the content. The course provides multiple opportunities for students to be actively engaged in the content that includes meaningful and authentic learning experiences such as collaborative learning groups, student-led review sessions, games, analysis or reactions to videos, discussions, concept mapping, analyzing case studies, etc. Students are given a variety of activities, assignments, assessments and resources to allow them to successfully master the content. If a student is unsuccessful with mastering a particular concept, the course content provides the instructor with suggestions they are able to use in order to provide additional remediation activities or alternative assignments. If a student is not challenged throughout the course, the instructor may adapt the content to add enrichment activities to best meet the student s talents and skills. Assignments, activities and assessments provide opportunities for students to elevate their thinking beyond knowledge and comprehension into the realm of analyzing situations, synthesizing information or evaluating an argument. Activities should include open-ended questions and encourage students to categorize and classify information. Opportunities for group work, decision-making and finding patterns should be included in course activities. UC Office of the President Student Affairs Admissions Articulation Page 5 of 12

6 B. 6. B. 7. B. 8. B. 9. B. 10. The course provides options for the instructor to adapt learning activities to accommodate students needs. Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Communication and Interaction The course design provides opportunities for appropriate instructor- student interaction, including opportunities for timely and frequent feedback about student progress. The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. The course provides opportunities for appropriate instructorstudent and student-student interaction to foster mastery and application of the material.* The instructor has access to adapt the course to meet the students needs by providing additional assignments, resources and activities for remediation or enrichments for the course. The course content should be written at appropriate readability levels for the grade level of the student audience and the grade level should be prominently explained within the course description. Learning activities and other opportunities are created to foster instructor-student interaction. Students receive timely and frequent feedback on their progress that emphasizes the intended learner outcomes. The feedback is highly individualized, detailed, and recommends specific, individualized improvement, and strategies to encourage continued progress toward mastery. Instructor-student interactions begin early enough in the course to confirm active participation by all students. Learning activities and other learning opportunities are developed to foster instructor student and student-student interaction. The technology and course content encourage exchanges amongst the instructor and students through , discussions, synchronous chats, simulations, lab activities and other group projects. Within the grading policy, guidelines defining student participation and expectations are provided. Threaded and/or synchronous discussions are available for developing community, asking and finding answers to UC Office of the President Student Affairs Admissions Articulation Page 6 of 12

7 B. 11. Resources and Materials Students have access to resources that enrich the course content. questions about the course, and around the content. Access is available to groups or individual students based on the purpose of the activity. Rules, roles, and expectations for the discussion are clear and posted within the discussion forum. A wide variety of supplemental tools and resources are clearly identified and readily available within the learning management system. C. Student Assessment: Objective: The course uses multiple strategies and activities to assess student readiness for and progress in course content and provides students with feedback on their progress. Standard Present? inacol Standards for Quality Online Courses Reviewer Considerations Rating Evaluation Strategies C. 1. C. 2. C. 3. Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. The course structure includes adequate and appropriate methods and procedures to assess students mastery of content.* Feedback Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.* The strategies used to assess students throughout the course are consistent with and aligned to what is presented in the course goals and objectives document posted within the course. Assessment types are matched to the level of knowledge being tested. Both formative assessments (that inform and support learning) and summative assessments (that demonstrate mastery) are a part of the course structure. Student-selected assessment options, enabling learners to demonstrate mastery in different ways, are available. The course provides frequent and ongoing formative assessments to check for student understanding and to ensure they are prepared for the next lesson. Initial pre-tests may be provided to assess student readiness. UC Office of the President Student Affairs Admissions Articulation Page 7 of 12

8 C. 4. C. 5. C. 6. Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. * Assessment Resources and Materials Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Grading rubrics are provided to the teacher and may be shared with students. Feedback tools and procedures are built into the course to allow students to periodically self-monitor their academic progress. Multiple versions of tests, test banks and other resources that support alternative evaluation methods are available. Rubrics, rationale, and/or characteristics are provided for each graded assignment. C. 7. The grading policy and practices are easy to understand. Grading policies and practices are clearly defined and may include any penalties that may be assessed to grades and/or extra credit opportunities. D. Technology: Objective: The course takes full advantage of a variety of technology tools, has a user-friendly interface and meets accessibility standards for interoperability and access for learners with special needs. Standard Present? inacol Standards for Quality Online Courses Course Architecture Reviewer Considerations Rating D. 1. The course architecture permits the online teacher to add content, activities and assessments to extend learning opportunities. The instructor of record for the course has access to make additions to the content within the learning management system (LMS). Access should allow the instructor to add content, activities, and assessments, where appropriate. The content from the original base course is left unchanged. D. 2. The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. The course is created to adjust to multiple school calendars. Assignments and deadlines can easily be adapted and updated depending on the program offering the course s schedule. UC Office of the President Student Affairs Admissions Articulation Page 8 of 12

9 D. 3. D. 4. D. 5. User Interface Clear and consistent navigation is present throughout the course. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.* Technology Requirements and Interoperability All technology requirements (including hardware, browser, software, etc...) are specified. The course utilizes consistent and predictable navigation methods. Students can move logically and easily between areas of the course; color, graphics and icons are used to guide the student through the course; and a consistent look and feel exist throughout the course (consistent text, colors, bullets, and heading styles). Minimal training is required to navigate the course. Course makes maximum use of the robust capabilities of the online medium and makes these resources available by alternative means (video, CDs, podcasts). All technology requirements (including hardware, browser, software, etc.) are identified in the course description or during the student registration process and specified to students before they begin the course. D. 6. Prerequisite skills in the use of technology are identified. All prerequisite technology skills necessary for the specific class are identified in the course description or during the registration process and are shared with students before they begin the course. D. 7. D. 8. The course utilizes content specific tools and software, appropriately. The course is designed to meet internationally recognized interoperability standards. A variety of software and online tools are used appropriately and as needed within the online course. Tools should be easy to use, necessary for teaching and/or enriching the lesson, cross-platform and free to the student (or built into the course). The tools should be linked from within the course or sent as software with other course materials at the beginning of the course. Interoperability technical standards allow sharing content among different learning management systems and ensure sharing of questions, assessments and results with others. UC Office of the President Student Affairs Admissions Articulation Page 9 of 12

10 D. 9. D. 10. D. 11 Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Accessibility Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Sections 504 & 508 provisions for electronic and information technology as well as the W3C's Web Content Accessibility Guidelines (WCAG 2.0). * Data Security Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). * Course developers or publishers clearly state the copyright and licensing status of all content, including permission to share where applicable. Copyright and licensing information should be readily available, understandable and standardized in terms of use. Through the use of web accessibility evaluation tools, all web pages required for students to engage in online education (e.g., registration, library, course materials, grade retrieval) are validated to conform to accessibility standards. NIMAS is used to ensure textbooks and other instructional materials are accessible to the visually impaired. Defined course procedures for reporting grade and student information complies with the Family Educational Rights and Privacy Act (FERPA) index.html) posted within the course. E. Course Evaluation and Support: Objective: The course is evaluated regularly for effectiveness, using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up to date, both in content and in the application of new research on course design and technologies. Online instructors and their students are prepared to teach and learn in an online environment and provided support during the course. Standard Present? inacol Standards for Quality Online Courses Reviewer Considerations Rating Accessing Course Effectiveness E. 1. The course provider uses multiple ways of assessing course effectiveness. A combination of student, instructor, content experts, instructional designer and outside reviewers may be used to evaluate the course for effectiveness. A variety of methods may be used including course evaluations, student completion rates, satisfaction surveys, peer review, teacher and student feedback, and student performance on in-course UC Office of the President Student Affairs Admissions Articulation Page 10 of 12

11 E. 2. E. 3. E. 4. E. 5. E. 6. The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Course Updates The course is updated periodically to ensure that the content is current. * Certification Course instructors, whether face-to-face or virtual, are certificated and highly qualified. The online course teacher possesses a teaching credential from a state-licensing agency and is highly qualified as defined by ESEA. Instructor and Student Support Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. as well as state or national assessments. University researchers have been encouraged to conduct studies on the effectiveness of the course. The provider indicates the frequency of course evaluations, whether reviews are conducted internally or externally, and how the provider uses evaluation results to improve courses. The date the course was last updated is posted. Courses should be reviewed at a minimum of every three years to keep the content current, engaging, and relevant. This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. The online course teacher possesses a teaching credential from a state-licensing agency and is highly qualified as defined under ESEA. Professional development is available for instructors of online courses, which includes using the technology tools specific to the course. Appropriate evidence could include training schedules, materials, tutorials or external links, as well as expectations for training frequency and annual hours of training. Online technical help and support should be available any time. If 24/7 support is not available, support hours are clearly posted within the course or on the online program s website and a maximum response time is noted. Assistance may take the form of Frequently Asked Questions, training resources, mentors, or peer support. UC Office of the President Student Affairs Admissions Articulation Page 11 of 12

12 E. 7. E. 8. E. 9. E. 10. Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Course instructors, whether face-to-face or virtual, receive professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Students are offered an orientation for taking an online course before starting the coursework. * This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Online instructors have been provided professional development to identify and address the ways in which the online environment can enhance and/or hinder the learning experience and have sensitivity to the perception of written online language. This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Professional development prepares the instructor to use multiple, varied means of communication with and stimulating engagement of online students. Modes include but should not be limited to , threaded discussions, live chat/whiteboard sessions, document sharing, etc. This standard can only be evaluated in the context of specific instructor(s) having been identified to teach the course. Instructor curricular support, contact numbers, guidelines, mentor assistance, best instructional practices, or accessibility and participation in professional networks are available. Students are offered an orientation for taking an online course before starting the coursework. The orientation should describe the experience of learning online and what is needed to manage challenges successfully. Time commitments, software and hardware requirements, and how to set up the student s computer and work environment may be part of this orientation. The training may be provided either in written form, face-to-face, through a video, or entirely online. UC Office of the President Student Affairs Admissions Articulation Page 12 of 12

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